| 1. |
- Moberg, Christina, et al.
(författare)
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De unga gör helt rätt när de stämmer staten
- 2022
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Ingår i: Aftonbladet. - 1103-9000.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
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| 2. |
- Radford, Luis, et al.
(författare)
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V. V. Davydov : Philosophy, influences, and educational ideas
- 2017
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Ingår i: Book of Abstracts. ; , s. 369-369
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Konferensbidrag (refereegranskat)abstract
- V. V. Davydov has inspired a great deal of educational research in various western schools ofeducation in general and mathematics education in particular. This symposium on some ofDavydov’s educational ideas, their philosophical background and intellectual influences islocated within the theme of “Foundations: Theoretical and research approaches.” It bringstogether scholars who, from different perspectives and backgrounds, have been working withinthe field of Activity Theory and Davydov’s ideas. Its goal is twofold. First, the symposiumendeavors to offer a critical appraisal of some of Davydov’s central concepts and to discuss thequestion of the philosophical influence in Davydov’s work. Second, it aims to present somecurrent applications of Davydov’s approach to the teaching and learning of mathematics as wellas to offer a contrast between Davydov’s approach and other approaches in mathematicseducation.To achieve its goal, the symposium is organized in two parts. The first part consists offour presentations. The second part consists of a debate and interaction with the audience.
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| 3. |
- Radford, Luis, et al.
(författare)
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V. V. Davydov: Philosophy, influences, and educational ideas
- 2018
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Ingår i: ISCAR 2017 Book of Abstracts. ; , s. 369-369
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Konferensbidrag (refereegranskat)abstract
- V. V. Davydov has inspired a great deal of educational research in various western schools of education in generaland mathematics education in particular. This symposium on some of Davydov’s educational ideas, theirphilosophical background and intellectual influences, is located within the theme of “Foundations: Theoretical andresearch approaches.” It brings together scholars who, from different perspectives and backgrounds, have beenworking within the field of Activity Theory and Davydov’s ideas. Its goal is twofold. First, the symposium endeavorsto offer a critical appraisal of some of Davydov’s central concepts and to discuss the question of the philosophicalinfluence in Davydov’s work. Second, it aims to present some current applications of Davydov’s approach to theteaching and learning of mathematics as well as to offer a contrast between Davydov’s approach and otherapproaches in mathematics education.
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| 4. |
- Eriksson, Helena, 1965-
(författare)
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Att utveckla algebraiskt tänkande genom lärandeverksamhet : En undervisningsutvecklande studie i flerspråkiga klasser i grundskolans tidigaste årskurser
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to develop and explore teaching possible to promote algebraic thinking together with young, multilingual students six to twelve years old. One underlying assumption for the aim is that algebraic thinking can be developed by students participating in learning activities that are characterized by collective mathematical reasoning on relations between quantities of positive whole and rational numbers. Two overall research questions support this work: (1) What in students work indicate algebraic thinking identified in learning activities and as experiences of algebraic thinking? (2) How can learning models manifest in learning activity, in what ways do learning models change and enhance, and which characteristics of learning actions are enabled? Data was produced by interviews and from research lessons with students in lower grades in a multilingual Swedish school. The research lessons were focused on learning activity as suggested by Davydov (1990, 2008/1986), aimed at developing theoretical thinking – here algebraic thinking. They were staged in two research projects conducted as networks of learning studies. In these learning studies, the group of teachers iteratively designed and revised learning activities whereby the students could identify mathematical knowledge and collectively solve mathematical problems. The findings in the articles signal that learning models were developed as rudimentary, preliminary, prototypical and finally symbolic. Rudimentary models were grounded in algebraic thinking when the students analysed problem situations and identified the problem. Preliminary and prototypical models were developed by initiating and formalising actions understood as algebraic thinking. Different tools were initiated by the students and the teachers. These tools were formalised by the students. The students used algebraic symbols and line-segments to think together when comparing different quantities (Article 2). They carried out operations using unknown quantities when reflecting on additive and multiplicative relationships (Article 3). The students also used algebraic symbols to reflect on subtraction as non-commutative (Article 3). The different tools they used interacted on different levels of generalisation (Article 1). Algebraic thinking grounded the students reflections but interacted with, for example, fractional thinking in their arguments during the development of their learning models (Article 4). The different ways of thinking interacted in arguments when developing the rudimentary, the preliminary and the prototypical models. However, in the conclusion of their collective reasoning and in the development of the symbolic learning models, these different ways of thinking were intertwined in the same arguments (Article 4).As a conclusion, the four articles signal that learning models including algebraic symbols developed in a learning activity can be used by newly-arrived immigrant students to reflect on structures of numbers.
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| 5. |
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| 6. |
- Eriksson, Helena, et al.
(författare)
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Learning actions indicating algebraic thinking in multilingual classrooms
- 2021
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Ingår i: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816. ; 106:3, s. 363-378
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses algebraic thinking regarding positive integers and rational numbers when students, 6 to 9 years old in multilingual classrooms, are engaged in an algebraic learning activity proposed by the El’konin and Davydov curriculum. The main results of this study indicate that young, newly arrived students, through tool-mediated joint reflective actions as suggested in the ED curriculum, succeeded in analysing arithmetical structures of positive integers and rational numbers. When the students participated in this type of learning activity, they were able to reflect on the general structures of numbers established as additive relationships (addition and subtraction) as well as multiplicative relationships (multiplication and division) and mixtures thereof, thus a core foundation of algebraic thinking. The students then used algebraic symbols, line segments, verbal, written, and gesture language to elaborate and construct models related to these relationships. This is in spite of the fact that most of the students were second language learners. Elaborated in common experiences staged in the lessons, the learning models appeared to bridge the lack of common verbal language as the models visualized aspects of the relationships among numbers in a public manner on the whiteboard. These learning actions created rich opportunities for bridging tensions in relation to language demands in the multilingual classroom.
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| 7. |
- Eriksson, Helena, et al.
(författare)
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Matematik som teoretiskt arbete - utveckling av matematiska modeller för rationella tal i åk 4
- 2016
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 4:1, s. 6-24
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Tidskriftsartikel (refereegranskat)abstract
- The teaching of rational numbers to young students (grade 4-6) is known to be difficult. It is for instance difficult for students to understand that fractions and decimal numbers may represent the same value, or that fraction has a specific place on the number line, i.e. that it is a number among other numbers. The purpose of this article is to discuss and exemplify how students can be involved in a theoretical exploration of fractions as numbers. The basis of the students’ exploration was a designed situation where they were to make measurements of wooden rods where the measurements did not make an equal, i.e. “a little bit” was missing. With these measurements students in joint discussions were able to design a general model for fractions. Such a model could be used as a tool in discussions of “the whole” and “its parts” in fractions. The article is based on data from a series of Learning studies conducted in a grade 4 in an intercultural school in 2012-2013.
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| 8. |
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| 9. |
- Eriksson, Helena
(författare)
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Rationella tal som tal : Algebraiska symboler och generella modeller som medierande redskap
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this study the teaching of mathematics has been developed in relation to rational numbers and towards a learning activity. At the same time topic-specific mediated tools have been studied. The iterative model for learning study has been used as research approach.The purpose of the study was to explore what in an algebraic learning activity enables knowledge of rational numbers to develop. The specific questions answered by the study are how an algebraic learning activity can be formed in an otherwise arithmetic teaching tradition, what knowledge is mediated in relation to different mediated tools and what in these tools that enable this knowledge.The result of the study shows how an algebraic learning activity can be developed to support the students to understand rational numbers even in an arithmetic teaching tradition. The important details that developed the algebraic learning activity were to identify the problem to create learning tasks and the opportunity for the students to reflect that are characteristic of a learning activity. The result also shows that the mediating tools, the algebraic symbols and the general model for fractional numbers, have had significant importance for the students' possibilities to explore rational numbers. The conditions for the algebraic symbols seem to be the possibilities for these symbols to include clues to the meaning of the symbol and that the same symbol can be used in relation to several of other mediated tools. The conditions in the general model consisted of that the integer numbers and the rational numbers in the model could be distinguished and that the students could reflect on the meaning of the different parts. The general model consists of the algebraic symbols, developed in the learning activity. The algebraic symbols make the structure of the numbers visible and the general model mediates the structure of additive and multiplicative conditions that are contained in a rational number.The result of the study contributes in part to the field of mathematics education research by examining Elkonin's and Davydov's Mathematical Curriculum in a western teaching practice and in part to a development of the model of Learning study as a didactical research approach by using an activity-theoretical perspective on design and analysis.
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| 10. |
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